DIFFICULTIES AND COPING STRATEGY OF THE GRADE 11 WITH HIGHEST HONORS SENIOR HIGH SCHOOL STUDENTS OF GENERAL DE JESUS COLLEGE WHO EXPERIENCES SELF-EXPECTATION.

Abstract

This study aimed to understand the challenges faced by Grade 11 Senior High School students with highest honors and how they cope with these challenges. These students maintain high academic performance by setting high expectations for themselves; however, they also experience difficulties in meeting these expectations. The researchers sought to gain insights into how these students manage and cope with self-imposed expectations. The study utilized a phenomenological qualitative research approach. Data were collected through semi-structured, face-to-face interviews supported by audio recordings with Grade 11 students who achieved highest honors at General De Jesus College. Purposive sampling was used to select the participants. The study involved seven participants, five of whom were female, representing 71.43% of the sample. Participants described their self-expectations as involving perfectionism and goal-setting, with many emphasizing the importance of setting realistic expectations to avoid feeling overwhelmed. The difficulties they experienced included self-doubt, pressure from themselves or others, fear of failure, and disappointment associated with high self-expectations. These challenges often resulted in avoidance and procrastination behaviors, leading to stress, unease, and emotional strain. To cope with these difficulties, participants reported using self-management and time-management strategies, stating that effective organization and self-regulation helped reduce stress caused by high expectations. Grade 11 students with highest honors at General De Jesus College faced various challenges related to their self-expectations. These included self-doubt, self-sabotage, pressure from internal and external sources, and disappointment. To manage these challenges, students employed coping strategies such as setting realistic expectations, engaging in leisure activities like gaming and social media, reflecting on their identity beyond academic achievements, and using distractions to alleviate stress.